The role of gender-related processes in the development of sex differences in self-evaluation and depression

Ruble, Diane N.; Greulich, Faith K.; Pomerantz, Eva M.; Gochberg, Barbara

doi:10.1016/0165-0327(93)90027-h

Cited by 93 publications

(79 citation statements)

References 254 publications

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“…In the context of achievement tests, however, children may not enjoy the same feeling of familiarity. Girls appear to respond more negatively to these types of novel, uncertain situations than do boys, increasing their experience of stress (see Ruble et al, 1993). Early research, noting the curvilinear relation between anxiety and performance, suggested that boys' anxiety in academic settings may be just high enough to push them toward optimal performance levels, whereas girls' anxiety may be so high as to interfere with their performance (see Maccoby & Jacklin, 1974).…”

Section: Discussionmentioning

confidence: 99%

Sex differences in math performance: The role of children's approach to schoolwork.

Kenney-Benson¹,

Pomerantz²,

Ryan³

et al. 2006

Developmental Psychology

273

150

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This research examined whether the tendency for girls to outperform boys in the classroom is due to differences in how girls and boys approach schoolwork. In 5th grade and then again in 7th grade, children (N ϭ 518) reported on how they approach schoolwork (i.e., achievement goals and classroom behavior), their learning strategies, and their self-efficacy in math; math grades and achievement test scores were also collected. Girls were more likely than boys to hold mastery over performance goals and to refrain from disruptive classroom behavior, which predicted girls' greater effortful learning over time. The sex difference in learning strategies accounted for girls' edge over boys in terms of grades. Girls did not do better on achievement tests, possibly because self-efficacy, for which there was also no sex difference, was the central predictor of performance on achievement tests.

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Section: Discussionmentioning

confidence: 99%

Sex differences in math performance: The role of children's approach to schoolwork.

Kenney-Benson¹,

Pomerantz²,

Ryan³

et al. 2006

Developmental Psychology

273

150

View full text Add to dashboard Cite

show abstract

“…In this vein, investigators have suggested that the factors involved in self-evaluation play a central role in this pattern of differences (Higgins, 1991;Hoffman, 1972;Ruble, Greulich, Pomerantz, & Gochberg, 1993). Girls may take greater responsibility for their failures than boys, viewing their failures as due to a lack of ability or effort (e.g., Connell, 1985;Crandall, Katkovsky, & Crandall, 1965;Dweck & Goetz, 1978;Eccles et al, 1998;Ruble et al, 1993), and this may have psychological trade-offs. Taking responsibility for failure may lead to enhanced achievement because it fosters increased effort as children seek to avoid failure.…”

Section: Introductionmentioning

confidence: 99%

“…A number of investigators, however, have argued that parents may exert more control over girls than over boys, and that this may account for sex differences in the factors involved in self-evaluation (e.g., Blechman, 1981;Block, 1973Block, , 1978Block, , 1983Higgins, 1991;Hoffman, 1972;Huston, 1983;Ruble et al, 1993). Moreover, the exertion of control has been linked to a number of outcomes that may be associated with taking responsibility for failure and possessing strong standards (e.g., Harackiewicz, Manderlink, & Sansone, 1984;Harackiewicz, Sansone, & Manderlink, 1985;Nolen-Hoeksema, Wolfson, Mumme, & Guskin, 1995;see Deci & Ryan, 1980Higgins, 1989Higgins, , 1991, for reviews).…”

Section: Introductionmentioning

confidence: 99%

The Role of Maternal Control in the Development of Sex Differences in Child Self‐Evaluative Factors

Pomerantz¹,

Ruble

1998

Child Development

121

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The major goal of the present research was to examine the role of parental control in the development of sex differences in 2 pivotal self-evaluative factors in children: taking responsibility for failure and possessing strong standards. Parents were expected to use control with and without autonomy granting in specific domains differentially with girls and boys on a daily basis, and this was expected to foster sex differences in children's self-evaluative factors. Ninety-one mothers of elementary school children completed a daily checklist for 10 to 21 days. The checklist assessed mothers' everyday use of control and autonomy granting in 5 specific domains (helping, monitoring, decision making, praising, and disciplining). Children completed self-report measures assessing their tendency to take responsibility for failure and the strength of their standards. As anticipated, mothers were more likely to employ control without autonomy granting with girls than with boys, but were more likely to employ control with autonomy granting with boys than with girls. Significantly, this pattern of gender socialization partially mediated the tendency of girls to take greater responsibility for failure than boys. Although there were no sex differences in the strength of children's standards, the pattern of gender socialization was associated with the strength of children's standards as well.

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“…For example, men may be more vulnerable to stressors in the workplace because they tend to judge their self-worth in terms of their success in the public sphere, whereas women may be more vulnerable to stressors associated with their familial roles because they judge themselves in terms of their relationships with others and their ability to take care of them (Ruble et al 1993). For example, married women are more vulnerable to becoming distressed as a result of marital and parental strain whereas married men are more vulnerable to alcohol misuse in response to financial hardship (Simon 1998).…”

mentioning

confidence: 99%

“…Another aspect of gender socialization is learning how to value oneself in relation to others. Self-salience theory argues that women respond to stress with more internalizing disorders such as depression because they are socialized to value others more than themselves, put others' needs before their own, blame themselves for other people's problems, and view themselves as relatively insignificant (Rosenfield et al 2000;Rosenfield, Lennon, and White 2005;Ruble et al 1993). Men, in contrast, are socialized to put themselves first, thereby increasing their likelihood of acting out, such as by drinking excessively without regard for its impact on other people, in search of short-term pleasure that appears to be in their self-interest (Rosenfield et al 2005).…”

mentioning

confidence: 99%

Gender Differences in the Determinants of Distress, Alcohol Misuse, and Related Psychiatric Disorders

Elliott

2013

Society and Mental Health

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This study examines why women exhibit higher rates of psychological distress and affective and anxiety disorders whereas men report more problems with alcohol and alcohol-related disorders. Using two waves of panel data from 5,001 respondents to the National Co-morbidity Survey, confirmatory factor analysis and structural equation modeling are utilized to compare the stress process of distress, alcohol misuse, and meeting the diagnostic criteria for affective, anxiety, and alcohol-related disorders according to access to resources and exposure to stressors. Theories of emotional socialization, self-salience, and gender roles are applied to interpret gender differences in the determinants of mental health outcomes. The results reveal that gender role theory fits best for models of psychological distress and affective and anxiety disorders, whereas emotional socialization and self-salience theories fit best for models of alcohol intake and alcohol-related disorders. The implications of these results and directions for future research on gender differences in mental health are discussed.Keywords gender, distress, substance use/abuse, stress process Why do women have higher levels of psychological distress and higher incidence of affective and anxiety disorders whereas men have higher rates of alcohol misuse and greater incidence of alcohol abuse and dependence? This article addresses this question by applying stress process theory to an analysis of the differential effects of financial hardship and work-related stressors on men and women's mental health. Two theoretical approaches are applied and compared: (1) theories of gender differences in emotional socialization and selfsalience that generate internalizing behaviors in women and externalizing behaviors in men and (2) gender role differences in identity wherein men are more vulnerable to stressors related to the breadwinner role and women are more vulnerable to stressors related to family roles. These possibilities are tested analyzing National Co-morbidity Survey (NCS) data from a panel sample of 5,001 adults interviewed first between 1990 and 1992 and then again between 2000 and 2001, when they were 25 to 69 years old.

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The role of gender-related processes in the development of sex differences in self-evaluation and depression

Cited by 93 publications

References 254 publications

Sex differences in math performance: The role of children's approach to schoolwork.

Sex differences in math performance: The role of children's approach to schoolwork.

The Role of Maternal Control in the Development of Sex Differences in Child Self‐Evaluative Factors

Gender Differences in the Determinants of Distress, Alcohol Misuse, and Related Psychiatric Disorders

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